ALTDAP LaunchPad · facilitator sheet
Track 12: Prevention Innovation, Research & Impact Measurement
8 modules. In an emergency call 112.
Allow 30 to 45 minutes for each module, including the quiz.
Before the session
- Read the module yourself first, and do the quiz.
- Know who your school's safeguarding lead is, and how to reach them today.
- Have the emergency page ready. In an emergency the only number to call is 112.
- Decide where a learner can go if they need to step out. Never leave them alone if they are upset.
During the session
- Say at the start: nobody has to share anything personal, and anyone can pass on any question.
- Agree three rules: listen, no shaming or laughing at anyone, and what is said here about real people stays here, except where someone's safety is at risk.
- Use made-up examples. Do not ask learners for their own stories, or about anyone they know.
- The private tasks are the learner's own. Do not collect, mark or read them.
- Watch for a learner who goes quiet, withdraws or looks frightened. Check on them kindly, privately, after the session.
If a learner tells you something serious
- Stay calm and listen. Do not interrupt, and do not show shock.
- Do not promise to keep it secret. Say: "I am glad you told me. I need to get you the right help, so I will have to tell the person whose job is to keep children safe."
- Tell them it is not their fault, and that they were right to tell.
- Do not question them for details, do not ask leading questions, and do not confront anyone.
- Write down what they said, in their own words, as soon as you can, with the date and time. Do not add your opinion.
- Tell your safeguarding lead the same day. If a child is in danger now, call 112 and stay with them.
- If the person who may be harming them is the safeguarding lead, or someone you would normally tell, go to the head or proprietor, or another trusted adult in authority, and keep going until someone acts.
- Do not discuss it with colleagues or learners who do not need to know.
After the session
- Note anything that worried you, and tell your safeguarding lead, even if it seems small.
- Look after yourself. Hearing something serious is hard. Talk to your lead or a trusted colleague, without naming the child.
Never
- Never promise secrecy.
- Never blame a learner, or suggest they did something to cause it.
- Never ask a learner to share personal experiences, in front of the group or alone.
- Never investigate, confront the person, or contact the family yourself before your lead decides.
- Never photograph, audio-record or post anything about a learner's disclosure. Writing down what they said, for your safeguarding lead only, is right.
The modules
Module 1From a Problem to a Good Question
Covers
- Notice a real problem
- Turn it into a question
- Check what is already known
- Who is affected?
- Keep it small and safe
The one thing to leave them with: A good question is clear, small, safe and about a real problem. Describe the problem without blaming anyone.
Private task: Write one problem you have noticed and turn it into a clear, safe question. (The learner keeps it. Do not collect or read it.)
Module 2What Counts as Evidence
Covers
- What evidence is
- Stronger and weaker evidence
- Questions to ask about a claim
- Beware of exaggeration
- Honest about gaps
The one thing to leave them with: Ask who says it, how they know and how many people it covers. One story or one post is not proof.
Private task: Pick one claim you have seen about health or drugs and answer the five questions about it. (The learner keeps it. Do not collect or read it.)
Module 3Testing an Idea Small
Covers
- Why test small?
- What a small test looks like
- Get approval first
- Plan your test
- Be ready to be wrong
The one thing to leave them with: Test small, get approval first, plan the safety, and be ready to learn from what does not work.
Private task: Write a one-page small-test plan: idea, question, group, safety plan and how you will check. (The learner keeps it. Do not collect or read it.)
Module 4Measuring What Matters
Covers
- What to measure
- Simple ways to measure
- What not to measure
- Keep it anonymous and optional
- Be honest about what it can show
The one thing to leave them with: Measure a few simple things, keep it voluntary and anonymous, and never score or rank people.
Private task: Write three simple, safe questions you could ask after a session, and one thing you will not ask. (The learner keeps it. Do not collect or read it.)
Module 5Doing Research Ethically
Sensitive topic: be ready for a learner to tell you something
Covers
- The basic principles
- Extra care for young people
- Sensitive topics need extra care
- If someone tells you something serious
The one thing to leave them with: Do no harm, get consent, protect privacy, take extra care with young people, and never research sensitive topics alone.
Private task: Write what you would say if a participant told you something serious during a session. (The learner keeps it. Do not collect or read it.)
Module 6Reading Numbers Honestly
Covers
- Small groups, small claims
- Percentages need the number behind them
- Together does not mean caused by
- Beware of cherry-picking
- Do not invent numbers
- Charts
The one thing to leave them with: Show how many people are behind a number, do not claim more than you can show, and never invent statistics.
Private task: Take a result like '7 out of 10 found it useful' and write two honest sentences about what it does and does not show. (The learner keeps it. Do not collect or read it.)
Module 7Sharing Findings Responsibly
Covers
- Be honest and clear
- Include the limits
- Protect people
- Share what did not work
- Get approval first
- Give credit
The one thing to leave them with: Share honestly with the limits included, protect people's privacy, credit others and get adult approval first.
Private task: Write a short, honest summary of a small test, including one limit and one thing that did not work. (The learner keeps it. Do not collect or read it.)
Module 8Learning, Improving and What Comes Next
Sensitive topic: be ready for a learner to tell you something
Covers
- The cycle
- Keep people at the centre
- Work with others
- Next steps
- Look after yourself
The one thing to leave them with: Ask, try small, measure honestly, share with limits and improve, with people's safety first and adults involved.
Private task: Write the next small step you could take on a question you care about, and who the approving adult would be. (The learner keeps it. Do not collect or read it.)